Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Alsinatuna Al-Irfan: Journal Of Arabic Literature and Islamic Studies
Khasan Aedi
Universitas Islam Negeri Siber Syekh Nurjati Cirebon
Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
The Use of Artificial Intelligence-Based Generative Learning Media to Improve Arabic Language Learning Strategies Ibnu Fazar; Khasan Aedi; Durtam Durtam
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 9 No. 1 (2026)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v9i1.729

Abstract

The rapid development of generative Artificial Intelligence (AI) has created new opportunities for interactive and adaptive learning media in Arabic language education. Tools such as ChatGPT and Chatbot AI enable dialogic interaction, immediate feedback, and personalized learning experiences that support students in practicing language skills and accessing learning resources. However, existing studies on generative AI in Arabic language learning often focus primarily on learning outcomes, while the role of these technologies in supporting students’ learning strategies has received limited systematic attention. This study aims to systematically examine the forms and pedagogical characteristics of generative AI-based learning media, analyze their association with the development of students’ learning strategies, and identify pedagogical and contextual challenges in implementation. This research employs a qualitative Systematic Literature Review (SLR) method guided by the PRISMA framework, with interpretation supported by the Technology Acceptance Model (TAM). Fifteen studies published between 2021 and 2025 were selected from Google Scholar and Crossref databases based on predefined inclusion and exclusion criteria. The findings indicate that ChatGPT and Chatbot AI are widely used to support speaking, writing, translation practice, adaptive feedback, and independent learning in Arabic language learning. These technologies function as external scaffolds that facilitate learning planning, resource management, and learning process monitoring. The study concludes that generative AI has significant potential to support strategic learning development in Arabic language education, although its implementation still faces challenges related to linguistic accuracy, ethical considerations, and disparities in digital literacy and technological infrastructure.
Integrating QUIZIZZ into Arabic Language Teaching: Uses and Educational Implications Abdul Gofur; Khasan Aedi; Pradi Khusufi Syamsu
Al-Irfan : Journal of Arabic Literature and Islamic Studies Vol. 8 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Darul Ulum Banyuanyar Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58223/al-irfan.v8i1.379

Abstract

The development of digital technology, although encouraging the adoption of gamification-based platforms in education, has not yet seen much research conducted to determine their effectiveness and challenges in Arabic language learning. Quizzes are one of the more popular platforms, currently offering real-time scoring and leaderboards as part of the learning experience. Therefore, this study aims to analyze the motivation, effectiveness, and challenges in using Quizizz for Arabic language learning at MAN 1 Cirebon. This study uses a qualitative approach with a phenomenological method involving five students selected through purposive sampling. Data were collected through in-depth interviews and analyzed using the interactive model of Miles, Huberman, and Saldana. The research results show that the use of Quizizz can enhance student motivation through competitive elements, enrich subject understanding in a more enjoyable way, and create activity in the classroom environment. However, there are serious challenges such as limited internet access, data quotas, imperfect devices, and time constraints as obstacles in its implementation. The implication of this research is that the integration of gamification platforms must also consider the readiness in terms of technological infrastructure and the psychological factors of learners to achieve the best results in education. Recommendations in this study include enhancing flexible features and exploring more interactive platforms to adapt to the needs and characteristics of students in different learning contexts.
Transformation of Arabic Education Curriculum through Cyber Based Merdeka Belajar Kampus Merdeka and Outcome Based Education Khasan Aedi; Nanin Sumiarni; Dita Aulia Nisa
ALSINATUNA Vol 11 No 2 (2026): June 2026
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/750m3e69

Abstract

The transformation of Universitas Islam Negeri (UIN) Syekh Nurjati Cirebon into Indonesia's first cyber university requires aligning the Arabic Education curriculum with The Outcome-Based Education (OBE) method and the Merdeka Belajar-Kampus Merdeka (MBKM) policy, including a minimum of 10% of cyber-content credits. This study develops a cyber-based MBKM curriculum within the OBE framework in the Arabic Education Department using a research and development (R&D) approach based on the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data were gathered from 53 respondents through surveys, interviews, observation, document analysis, and focus group discussions, and were analyzed using a mixed-methods approach. The results show that the curriculum is well planned, that its design is adaptive and meets the cyber-content requirement, and that its implementation strengthens students’ pedagogical, professional, and digital competencies through activities such as teaching assistance, internships, and digital village projects. Questionnaire evaluation yielded a grand mean of 3.89–3.91 (Strongly Agree category), while expert validation reached 88.2% (Highly Feasible). Based on respondents’ perceptions and expert validation, the cyber-based MBKM curriculum is feasible and positively perceived, which points to its potential effectiveness, although it still requires stronger digital infrastructure, a better credit-conversion system, and closer coordination with external partners before it can be fully optimized. This study concludes that the developed curriculum design is feasible and well perceived, and is oriented toward producing competitive and transformative Arabic Education graduates in the digital era within a moderate Islamic education framework.
Co-Authors Abdul Gofur Dita Aulia Nisa Durtam Durtam Ibnu Fazar Nanin Sumiarni Pradi Khusufi Syamsu